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INITIAL REPORT
Systemic Equity Assessment:
A Picture of Racial Equity
Challenges and Opportunities in
Loudoun County Public School District
PRESENTED TO:
Eric Williams
Superintendent of Schools
Loudoun County Public Schools
Submitted June 6, 2019
REPORT CONTACT:
Jamie Almanzán
The Equity Collaborative, LLC
P.O. Box 14, Hillsborough, NC 27278
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FRAMING THE ISSUE: A FOCUS ON DIVERSITY, EQUITY, AND INCLUSION
The Loudoun County Public Schools (LCPS) is committed to providing a world-class education to every
student and mobilizing resources in the face of any barrier that challenges this commitment.
Additionally, similar to many school systems across the country, LCPS recognizes that an important
component of providing a world-class education involves addressing issues of diversity, equity, and
inclusion.
While LCPS has a long history of providing educators with high quality professional development and
support on instructional matters, few LCPS educators have had formal training or support on
appropriately weaving social and cultural differences into the fabric of schools and classrooms. Hence,
issues such as poverty, race, gender identity, and sexual orientation are perceived as not only difficult to
traverse or poorly traversed, but better left untouched or ignored. Attempts by parents to discuss or by
staff to conduct meaningful work in these areas usually evoke feelings of anxiety, apprehension and
disbelief.
Because the struggle to address issues of diversity, equity, and inclusion is so tall, many educators tend
to sidestep differences in the students and families they serve and resolve to treat all people “the
same.” This is indeed a noble effort, except for the fact that how students and families experience
school varies widely based on social, cultural, and racial factors. Schools’ attempts at fairness and
equality within school walls are rarely noticed among student, family and community groups that
perceive they have been historically and traditionally marginalized because that is not their experience
on a day-to-day basis. In many ways this dilemma frames the reason that Loudoun County Public
Schools initiated a partnership with The Equity Collaborative: to find and elevate the voices and stories
of those whose experiences are not widely known or accepted and make recommendations for a path
forward.
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EXECUTIVE SUMMARY: Preliminary Findings & Recommendations
In the spring of 2019, as part of a larger move toward addressing racial inequity, Loudoun County Public
School’s Superintendent Eric Williams engaged in conversation with The Equity Collaborative to gather
additional data and perspectives from LCPS students, parents, and educators around issues of racial
equity, to further understanding the student and family experiences based on their social, cultural, and
racial factors. Superintendent Williams expressed the need to use an Equity Assessment process to
begin to identify and address inequities within the division at the School Board meeting on February 12,
2019.
“In addition to the strategic plan, more work needs to be done. The Department of Instruction has been
collaborating with The Equity Collaborative, an organization with expertise in equity in education, to
develop a plan for a systemic equity assessment to be conducted this spring. The equity assessment will
utilize our existing quantitative district data and will involve a series of qualitative interviews and focus
groups. This assessment will include in-person interviews of division leaders, teachers, students, parents,
and community members. The team conducting the assessment will compile an assessment report that
will inform the work of the ad hoc committee. It is important that this type of assessment is done by
experts in the field rather than internal staff. It is also important that this assessment utilize our current
LCPS data and collect qualitative feedback from stakeholders as well. This assessment is an essential
step in developing a comprehensive equity plan that will include a clear vision and specific strategies for
systemic change.”
From mid-April through the end of May, The Equity Collaborative staff conducted a series of focus group
sessions and interviews at 24 schools across the division. The focus group participants provided
descriptions of their experiences in classrooms, within the school as a whole, and their interactions with
school leadership. They expressed their frustrations on how some racially motivated acts of
intimidation have been handled, provided hopeful recommendations for improvements, and declared
their commitment to fostering productive partnership with the division for county-wide success. Five
salient themes emerged, informed by insights shared by focus group participants. Four primary
recommendations are identified to further support LCPS in addressing pervasive inequities division-
wide.
Five Emergent Themes
1. Despite efforts from the division, school site staff, specifically principals and teachers, indicate a
low level of racial consciousness and racial literacy. People are unclear and fearful on how to
participate in conversations about race, let alone respond to racially charged incidents.
2. Educator focus groups indicated a desire to recruit and hire diverse school staff that reflect
student racial and language backgrounds.
3. Economic diversity across the county/division complicates the discussions about race, leading
many people to steer the conversation away from race to focus on poverty.
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4. Discipline policies and practices disproportionately negatively impact students of color,
particularly Black/African-American students.
5. Many English Learners, Black/African-American, Latinx, and Muslim students have experienced
the sting of racial insults/slurs or racially motivated violent actions.
Four Primary Recommendations
1. Produce and publish on the “Superintendent’s Message” page a new division-authored
statement defining and condemning White supremacy, hate speech, hate crimes, and other
racially motivated acts of violence. Require individual schools sites include this message on their
webpage and in communications to parents twice a year (not only in response to an incident).
2. Review the current/establish a clear policy with built-in accountability for addressing racially
motivated acts and create proactive leadership measures to address the student use of racial
insults. Name that the N-word is not tolerated by anyone in LCPS.
3. Design additional opportunities for LCPS educators to engage in professional learning about
color consciousness and implicit bias. Further establish a culturally-responsive framework to
inform curricular and instructional efforts across the division.
4. Revise the current/establish a short- and long-range action plan to address challenges related to
hiring for diversity, equity, and inclusion.
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INTERVIEW AND FOCUS GROUP STRUCTURES
During the spring of 2019, from mid-April through the end of May, The Equity Collaborative staff
conducted a series of focus group sessions and interviews at 24 schools across the division to review
division culture related to diversity, equity, inclusion, and race. Elementary, middle and high school
students, staff, parents and administrators were interviewed for at least an hour each. Questions asked
were used as prompts for deeper discussion. The Equity Collaborative staff gathered all of the
qualitative data, removed all names and other identifiers, sorted the comments by themes, and share
the resulting analysis in this report. Below is a list of roles and groups that participated in interviews or
focus groups sessions.
● Minority Student Achievement Advisory Committee
● Principal & Assistant Principal/Administrative Team Interviews
● Teacher/Staff (credentialed and certificated) Focus Groups
● African-American and Latinx Parents Focus Groups
● African-American and Latinx Teacher/Staff Focus Group
● Student Focus Groups (newcomers, Special Ed, mostly but not exclusively students of color)
The report highlights peoples’ experiences across the system. It is meant to serve as a means of
listening to multiple constituencies and validating those experiences. Using these qualitative
assessment processes is helpful to understand the LCPS community issues and needs. The data
gathered expresses motives, opinions, feelings, and relationships, in addition to the small actions, or
pieces of community history or context that affect the current situation. We acknowledge the fact that
experience is subjective – that it is filtered through the perceptions and world views of the people going
through it. It is important to understand those perceptions and world views.
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EQUITY ASSESSMENT
Loudoun County Public Schools carry a well-deserved reputation for academic excellence. Nearly every
educator interviewed was able to speak to the division’s academic achievement and stature in the
greater Washington DC area. The division has made significant financial and human capital investments
in instructional supports, such as implementing Project Based Learning and Personalized Learning
Initiative programs, and effective communications about inclusion in Special Education services and
practices. The division’s top performers can compete with students from any schools in the country and
attend prestigious colleges and universities.
Yet division data and anecdotal reports show that there are academic performance and opportunity
gaps between student groups as well as groups of students who feel disconnected from the school
environment. Virginia’s Standards of Learning (SOL) performance measures show that division and
school site academic interventions are not yet effective in sufficiently supporting the success of
economically disadvantaged students, students with special needs, students of color and students with
developing English.
Poverty
LCPS staff frequently speak about the number of students living in poverty and the broad economic
spectrum of families in the division. Indeed, the division does have significant achievement gaps
between students who are economically disadvantaged and those who are not.
Non-ED Students Economically Disadvantaged
HS Graduation 96% 88%
Advanced Diploma 72% 42%
Standard Diploma 23% 46%
ELA Reading 86% 65%
ELA Writing 89% 72%
Math Proficiency 83% 62%
Staff address the economic differences with sincere care for the impact of living in poverty and with
questions about the cultural gaps between families across the economic divide. Especially at the
Elementary School level, staff are very aware of the living conditions of students from the rural parts of
the division whose families struggle with poverty. There is a general awareness that living in poverty
can have an impact on student learning, but not much deep understanding about the impact of trauma,
hunger, and other poverty-associated conditions have on the brain.
Staff, students and parents also talk quite openly about the cultural gaps between affluent and poor
families. Sometimes this dialogue also acknowledges urban-rural differences. When probed about
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these differences, most respondents had no sense of how to possibly bridge these cultural differences
better than what the schools are already doing, such as Backpack Buddies.
Learning Disabilities
When LCPS staff are asked about equity issues, they most frequently speak about the number of
students with disabilities and current inclusion practices. The data on student achievement shows that
significant achievement disparities in LCPS are between general education students and students with
disabilities.
All Students Students with Disabilities
HS Graduation 96% 94%
Advanced Diploma 72% 28%
Standard Diploma 23% 67%
ELA Reading 86% 59%
ELA Writing 89% 57%
Math Proficiency 83% 55%
It is clear that LCPS has invested significant financial and human resources in trying to address
opportunity gaps and thus the achievement disparities for students with disabilities. And while it is not
a major focus of this report, there are elements of equity work that could have additional impact on this
specific achievement disparity.
An emphasis on understanding how the brain works can help improve academic conditions for all
students with learning differences, whether those be cultural or biological. Additionally, equity work
helps to shift school culture to increase expectations for all students, and students with disabilities can
gain from a belief system that expects all students to perform at high levels.
English Learners
In continuing the conversations about equity issues, LCPS staff also frequently speak about the number
of students who are English Language Learners. The data on student achievement shows that the most
significant achievement disparities are in earning diplomas.
All Students English Learners
HS Graduation 96% 73%
Advanced Diploma 72% 21%
Standard Diploma 23% 52%
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ELA Reading 86% 62%
ELA Writing 89% 57%
Math Proficiency 83% 62%
Race
Like many school divisions in the country, LCPS has significant racial opportunity gaps and thus
achievement disparities. While graduation rates are close, Black/African-American and Latinx students
complete Advanced Diplomas at a significantly lower rate than white students.
White Latinx Black
HS Graduation 98% 84% 97%
Advanced Diploma 80% 45% 57%
Standard Diploma 19% 39% 40%
ELA Reading 90% 69% 77%
ELA Writing 92% 75% 80%
Math Proficiency 87% 65% 69%
In focus group interviews, Black/African-American students, parents and community members shared
that their experience in school does not match students’ academic record. As will be explored later in
this report, Black/African-American students feel marginalized within the school division and do not feel
that they are supported in developing a sense of cultural or academic identity, while at the same time
are often performing well academically in spite of those experiences. In interviews with LCPS staff, most
professionals also identified that the division does not have very many specific methods for supporting
Black/African-American students.
There are, of course, other students of color in LCPS with some regions of the county having higher
numbers of Latinx or East Indian (included in “Asian”) students. Staff report that the division’s English
Language Learners are mostly newcomers, also from economically disadvantaged backgrounds.
Summary: Student Focus Groups
Emergent Themes: Student Focus Groups
1. Discipline policies and practices disproportionately negatively impact students of
color, particularly African-American students.
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2. Most English Learners, Black/African-American, Latinx, and Muslim students have
experienced the sting of racial insults/slurs.
3. There are limited opportunities for Black/African-American and Muslim students to
convene in a network of social and cultural support.
4. Students rarely speak with their parents about routine racial incidents experienced at
school.
5. There are few school-based personnel that students trust to help navigate the
complexities of race.
6. Students indicate a desire to continue and increase opportunities for interesting
academic work and different approaches to learning.
The Equity Collaborative staff engaged groups of students at each of the elementary, middle and high
schools visited. The groups were mostly, but not exclusively, comprised of students of color. Each
group participated in structured dialogue to express their perceptions and experiences of how race
unfolds in LCPS. In general, the feedback from students added a more intrinsic layer to the needs
identified by MSAAC, other community members and parents of Black/African-American students.
Whereas community members and parents of Black/African-American students expressed concern
about the limitations to educational opportunities their students encounter, student focus group
members shared how the weight of race shapes how they feel about themselves, their peers, and their
school community.
Some Black/African-American students shared openly about their experiences with race in LCPS. In fact,
many students were relieved that other adults were interested in what they had to say. The
atmosphere in the groups could be described as having an aura of validation and affirmation - the
recognition that their experiences, both positive and negative, were indeed real and authentic.
Summarized below are vignettes that capture the essence of what students encounter in the racial
landscape of LCPS.
Racial Slurs, Insults, and Hostile Learning Environment
We live in a world where race matters. It is a social construct that shapes our identities – how we think
of ourselves and how others perceive us. To some degree, we may be able to control how we view
ourselves as individuals. It is exponentially more difficult to influence what others project on us because
of our race. Focus group students explored the frustrations in their everyday experiences being targets
of racist comments and acts of violence from both their peers and teachers. Most disturbing was a
growing sense of despair among those interviewed that such racist events, large and small, are ignored
and school leaders do not believe their reports of mistreatment. “Nothing happens” or “It gets swept
under the rug” were common comments across the county.
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Focus group participants highlighted the pervasive use of racial slurs and insults directed at students of
color. Most focus group members have been on the receiving end of racial insults personally or have
witnessed incidents in school or through social media platforms. Students also shared that those who
hurl the insults frequently hide under the cover of humor or mockery, discounting how harshly they
affect the targeted student. One example offered was “People will ask me do you like watermelon or
grapes...do you like chicken? And then laugh.” Students continued to share that White students will
deny having said the insult to avoid repercussions and to make Black/African-American students look as
if they are needlessly complaining, pulling “the race card.” While insults have taken on many forms, it is
shocking the extent to which students report the use of the N-word as the prevailing concern and
consistently discussed among students in the school environment. Focus group participants were also
very specific to say that the vast majority of the racial insults come from White students, White
teachers, and White parents.
A group of White kids [at my school] used the N-word and then denied it.
White kids will use it as a joke or because they think they can say it because you’re friends. They
treat the word like a joke and they think its funny. I have heard teachers say things, too.
A kid who said something dumb – said it was OK because he had "the N-pass."
The N-word gets used ALL the time here.
Kids are always getting on me about my skin color and my hair. They call me out my name and
call me the N-word and my teacher just turns the other cheek – because they are uncomfortable
– but if I say the B-word or any other word – I’m in trouble.
You can’t say it is disturbing you – then they’ll laugh in your face. Or they will stop and all their
friends will start and make up a song of it. I have to hold myself back.
Maybe they should pay attention to how kids’ parents behaved. I’ve had racist remarks made to
me by another kid’s parents.
I don’t take it as a joke, I take it personally.
No – that’s not OK. I don't like it from anyone.
Focus group students seem to understand the complexities surrounding the N-word. In some spaces it
can be used as a term of endearment among students from various social and cultural backgrounds, and
in other spaces, the word is used to demean and humiliate. Nonetheless, focus group students
acknowledged the historical significance of the term and its problematic nature whatever space its use.
As quoted above, several students expressed that they’d rather never hear it at all.
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Although confronting racial insults and slurs is a part of the Black/African-American student experience
in LCPS, English Learners, Latinx and Muslim students also experience insults and slurs because of their
race, religion, language and culture. These students also reported the instances of being subjected to
racial insults came from teachers as often as White students. And similar to the experience of
Black/African-American students, they too cited the use of jokes and humor as cover for the slurs.
When asked if anyone had experienced racial slurs, one student replied, “Yes. They think it’s funny, but
it’s not funny.” Other students shared:
One of my teachers told me to go back to my country. I was in shock. I was born here.
In middle school and there was something in a book about Arabs and the teacher said – All Arabs
are terrorists. I raised my hand and said “I am Arab and I am not a terrorist.” She just stared at
me.
The other day we had a teacher mention police – not in a mean way – to a student. Hispanic kids
are dealing with immigration and deportation and for that girl, hearing “the police” means a lot
to her.
The White kids came up with a word for Hispanic kids.
Core Value 3 in the LCPS Vision 2020 Strategic Framework put forth from the LCPS Board of Education
states that the division values “An inclusive, safe, caring, and challenging learning environment serves as
the foundation for student growth.” With students hearing racial slurs and insults everyday in hallways,
at recess, at lunch and in the classroom, coupled with their experience and perception of little to no
repercussions for those who use such hurtful language, students are forced into a hostile learning
environment that not conducive to academic success.
Academic Expectations
Students were just as descriptive about how teachers respond to them in academic settings when
students self-advocate for support. Students indicated that they all had at least one teacher recently
who was unsupportive.
“When we go for help, they just give you more worksheets.”
“If you say ‘I don’t understand that’ some of the teachers are mean and don’t want to go back
over it.”
“We weren’t this mean to each other at my other school [in another state].”
“They treat us like we are super dumb - we get help on the things that we don’t need help on and
don’t get help on the things that we do need help on.”
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When instruction and educational experiences were positive, however, students’ faces lit up indicating
they enjoyed this type of instruction and that the teacher believes in their academic ability -- “In math
she tells me – you can do it – you’re smart.” Students were eager to share about other innovative
approaches that hooked them.
Wiggle room Wednesday – we started a few weeks ago in 5th grade – we had a playlist of
worksheets and things to do on your Chromebook and you had a couple of weeks to do. On
wiggle room Wednesday there were no mini lessons – we just do everything on our Chromebook.
We can do our work in any order, and can work with our friends, we just need to get it done by
the end of the day.
I like the way the teachers teach this year – they are a lot more fun and do a lot of activities. Say
a teacher stands there and tells you a bunch of things over and over again. Or say you do a
really fun activity – like learning about acids and bases and using vinegar. Which one do you
think you’ll remember better for the test? The activity because it was more fun and engaging.
Uneven/”Unfair” Discipline Practices
Almost all student participants acknowledged that their school has a discipline policy, but that is often
experienced as discriminatory and particularly “unfair” for Black/African-American and Latinx students.
Students are very tuned in to the tone and phrasing that teachers and administrators use in the
disciplinary process. They see and hear about who received which “type” of punishment, who gets
suspended and who does not, and for how long.
No, it’s not fair. Skipping class, my White friend got a less punishment.
Some teachers don’t know the difference between discipline and disrespect.
But some kids will get off really easy. Yesterday two White boys got in a full on fight and only
got 2 – 3 day suspension. Last year 2 Hispanic girls got in a fight and the one that threw the
punch got kicked out [of school].
Why is it that when a kid who is misbehaving and is Black – why do you hear “that kid’s going to
end up in jail someday” – but you don’t hear that about the White kids who mess up.
Recommendations
The following recommendations were informed by information gathered from the student focus groups.
The recommendations were also shaped by conversations with parents, members, and school site
personnel. However, these recommendations should not be viewed as the only solutions needed to
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address the challenges identified by students. It will also be important to leverage and possibly rethink
existing structures and practices in LCPS to move this work forward.
Recommendations: Student Focus Groups
1. School administrators establish proactive measures that intervene and mitigate the
impact of racial incidents experienced by students of color in order to build an
inclusive culture that doesn’t tolerate harassment.
2. Create a clear discipline policy that works to address necessary changes in discipline
practices across the division with input from school-based student groups to include
student voice.
3. Establish student affinity groups at all levels to support the social and cultural
identities of students of color. This recommendation is important because it:
a. Creates a formal structure that serves as a network of care for marginalized
student populations and establishes a safe place for students to unpack
feelings and emotions in times of social or cultural conflict.
b. Provides a vehicle for outside community or business partners to disseminate
important information about educational opportunities or to provide
mentoring and encouragement to students of color.
Summary: Parent & Community Stakeholder Focus Groups
Emergent Themes: Parent & Community Stakeholder Focus Groups
1. Racial incidents occur often in and around LCPS schools, making regional and national
news, and set the tone for the larger systems of racism within the division.
2. Parents fear for their children’s safety and well-being at school and do not trust the
division to support them.
3. Economic diversity across the County/Division complicate the discussions about race
by steering the conversation away from race to focus on poverty.
4. Response to racially motivated incidents from schools and the division is slow and
ineffective.
5. There is the continued need to hire racially diverse school site staff, particularly
teachers, counselors, and front office staff.
As The Equity Collaborative staff interviewed parents from across all levels and areas of LCPS and
members of the Minority Student Achievement Advisory Committee (MSAAC). The general feeling was
distrust of the Division and the inability of Division representatives to adhere to the mission of LCPS with
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its responsibility of “Empowering all students to make meaningful contributions to the world.”
Theoretically, the mission situates students at the center of all the Division’s efforts. LCPS is a proud
division that describes itself as having a culture/“tradition” of support, togetherness, and family. Critical
to realizing this mission is an increased understanding and validation of the experience of race that is
described by students or their families.
The excerpts below are from our discussion with parents and other stakeholders in May 2019. The
stories that parents shared in focus groups were full of raw emotion. Although every parent did not have
the same personal experience, they largely and widely agreed about a theme of significant distrust
between families of color and the division. This report shares several anecdotes from parents to help
readers understand the parents’ perspective. The Equity Collaborative cannot validate the specific
claims of parents. The focus of this report is to elevate the voices of marginalized individuals throughout
LCPS.
“Early in the year, [there was an] incident with a student of color and with a White student who
is known for getting into issues of race. They had an issue and we were involved because there
was a video. The White student jumped the Black student. The Black student spoke up for
themselves and was brought to the ground and hit. Kids with the video were told to delete the
video and to not share it. Both students were taken to the administrator’s office. The Black
parent was informed later that the Black student had a concussion that was not addressed. It
was determined that both students were at fault and both were suspended. The student who did
not engage in violence received the same punishment. The administration intimidated students
to delete the video. The White student who initiated the fight had been previously found yelling
“Make America Great Again.” He has been known to target and antagonize students of color.
This White student hit a Muslim student for the Muslim student not standing for the pledge. The
White student brought a knife to school. He has hit a student in the head so much his own hand
broke. One student who took the video sent it to a parent before it was asked to be deleted. The
Black student who was attacked did not do anything to fight back. It is the inconsistency. The
administration handled the situation poorly. The White student’s parent was called in one hour.
The Black student who has a concussion order, his parents were not called in 4 hours. This
impacts the other students of color where they do not trust their safety with the administration.
The administration did not call the SRO. The past experience with a video has administrators so
afraid. There is an administrator who I don’t believe has the best interest of students of color.
That student who was beat up by a White student was followed by administration. He was
scared to push back. Other students of color were afraid. We are walking the line in the system
in hopes that there will be change. When you have a student with a racist history, and another
student of color who is an A student, you now have a distrust that we’re still trying to
recuperate.”
Another parent shared the following experience.
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“My daughter experienced a racial incident a few weeks ago. Serious enough that we
contemplated contacting the NAACP. My husband was so fearful of her safety, so I followed
protocol. I spoke to the teacher, got the run around for a week. Put me off, went around us,
didn’t speak to us for a week. I had to call the administrator. Her group of friends have been
saying hurtful things about her hair, that her eyes are so black that she looks evil. Then the kids
created a sign language at school and there are videos of her friends using the sign language,
the first video is about the N word. My daughter didn’t know what was going on. I waited a few
days after, one administrator never spoke to me, only another administrator. “I have been very
busy with other matters, not that you’re not important. I haven’t spoken to anyone outside of
the school.” I had to call the parent resource center to get information about who to call. The
parent resource center gave me a person to call. They already spoke to someone in central office
who then spoke to the administrator. The way they were going to handle the situation, not
addressing my daughter. They were going to have the students go to the counselor to create a
poster of inclusion and computer safety. The new symbol is about White supremacy. They don’t
take it seriously. It is extremely frustrating. Where does a parent go with this? How can I trust
them?”
Another parent shared the following experience.
“There are guidelines on how to deal with the trauma of racism, where the child is first. Let the
child be first. You’re not bad, you’re ok. When a child was called the N-word, the principal called
the child a liar without the parent there.”
Another parent shared the following experience.
“I have personally submitted data, phone calls, meetings, about so many issues. They ‘listen’ to
me just fine. Here we are again. We’re all frustrated, we all feel ignored.”
Recommendations: Parent & Community Stakeholder Focus Groups
1. Define Diversity, Equity & Inclusion and include as LCPS Core Beliefs.
2. Establish parent affinity groups at all school levels in support of stronger partnerships
and open communication between parents, students, and school administrators.
3. Utilize the Equity Ad Hoc Committee once a month meetings and/or establish a
parent led group to provide equity leadership and guidance and feedback concerning
division plans for advancing diversity, equity, and inclusion in its programming.
4. Provide specific social emotional support for students and families dealing with the
traumatic impact of racism and discrimination.
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Summary: Educator Focus Groups & Interviews
Emergent Themes: Educator Focus Groups & Interviews
1. School site staff, specifically principals and teachers, indicate a low level of racial
consciousness and literacy. People are unclear and fearful on how to participate in
conversations about race, let alone respond to racially charged incidents.
2. Teachers of color see and experience the LCPS hiring process as biased.
3. White teachers are resistant, resentful, or otherwise uncomfortable with
conversations about race.
4. Teachers have some experiences with data, but do not fully understand how and why
to analyze data to inform instruction.
5. Principals and Assistant Principals could not consistently accurately name or describe
the ethnic breakdown of their school.
The Equity Collaborative staff interviewed educators from across LCSP elementary, middle and high
schools, including school site administrators, custodial and office staff, parent volunteers, counselors,
and teachers. The mission of LCPS situates that its responsibility is “Empowering all students to make
meaningful contributions to the world,” theoretically making students at the center of all the division’s
efforts. Critical to realizing this mission is ensuring that the division and its staff are responsive to and
affirming of all students and their families. LCPS is a proud division that describes a culture of and a
desire to provide world-class academic and extracurricular programs for students. However, in our
conversations with LCPS educators, the sense of pride did not seem to extend to the understandings of
how the diversity of the Loudoun community, the equity of opportunity for students, and the inclusion
of concerned stakeholders can be girders for such academic excellence.
Race, Diversity, Equity, and Inclusion
Diversity, equity, and inclusion are concepts that shape current education discourse. These ideas drive
education programming throughout the country in areas such as school funding, research, teacher
practice, and policymaking. Unpacking the meaning of diversity, equity, and inclusion in LCPS revealed a
range of viewpoints that were influenced by a number of factors including job responsibility, grade span,
and prior professional and personal experiences.
Teachers, counselors and principals frequently grounded these concepts in the context of Special
Education. For instance, when asking teachers what comes to mind when they hear the terms diversity,
equity, and inclusion, the most common answers focused on the concept of inclusion and the division’s
Special Education services. Some teachers included English Learner programs and poverty, and then,
after additional prompting included classroom lessons, and school functions that celebrate cultural
diversity.
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As shared by several teachers, "Inclusion is primarily addressed through our Special Education program.
We work hard to meet the needs of our kids no matter where they come from. We try to mainstream
kids whenever possible. Everyone is trying to push for more inclusion."
The term “diversity” was most often used in describing the general demographics of the students at
school sites. And with this, at all of the 24 schools we visited, the school site staff, from the principal to
teachers, could not provide accurate demographic breakdown data. In general, school staff knew the
racial/ethnic and language groups at their sites, but not the numbers of each in the population.
Participants across the county, educators referred to the rapid pace at which the non-White populations
are growing and the anxiety that produces as educators are finding it challenging to adjust
pedagogically, programmatically, and linguistically to both student need and parent engagement.
Some staff vocalized that they are not ready or do not feel the need to engage in conversations about
race:
“I don’t see a problem. All the kids get along.”
“I don’t see color.”
“I really don’t have a lot time to do that work and I also teach high level classes, so I don’t have
those kids.”
Other staff do identify there is a problem with race relations in LCPS and are ready to embrace the
diverse shift in population of students and families with statements such as “Why are we always
reactionary? Let’s get in front of this by planning. This shouldn’t be a surprise.” Another teacher
implored the division to be more observant of the community and plan professional development based
on the trends and influx of those new to Loudoun County:
“You know [Loudoun] is growing, but the system is not prepared. They are very reactive. They
are not projecting what needs to be done to prepare the division. Do you now know the diversity
of the community for specific schools? Go to Walmart, Wegmans, and listen and hear the
different languages to see the diversity.”
“It would be great if there were an incentive for teachers to become bilingual. I’d like to be able
to call home and talk to families myself.”
“At least do these kids the service of saying their name properly.”
Even with these more positive attitudes toward diversity and inclusion, the vast majority of educators
interviewed expressed trepidation in how to appropriately respond to racially motivated incidents.
Some are afraid to lose their jobs while others would rather not engage by saying “I don’t see color.” It
was not uncommon to hear LCPS educators describe the invisibility of race and the inconsequentiality of
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race to their practice as school leaders and teachers, and therefore unnecessary to address specifically.
Many focus group participants wanted to avoid the race topic altogether, ignoring race as the “socio”
component of “socio economic status” by declaring, “I think we should be talking about poverty not
race” and “Why are we even doing this?” One LCPS educator summed up the challenge with “It is
sometimes difficult to have conversations about race and it causes [White staff] discomfort.”
What was also resounding, however, was that educators and school leaders did not fully understand
what division (or school site) policies are in place, what lines of communications they should follow, or
the kind of documentation they need to acquire to carry the school community through. Some
participants in school communities shared experiences of extreme racially motivated acts of
intimidation, including nooses hanging from trees at the entrance to the school, swastikas and the N-
word carved into the snow outside of the school, and school sites being visited by members of the KKK.
Educators are also unclear on what kinds of whistleblower protections are in place for students, parents
and other educators who report or express concerns about such incidents. Participants indicated that it
is also unclear the kind of care the victimized students and their families can expect. Messages back out
to the school community that such racist behavior is not tolerated are seen as weak or intentionally
delayed.
“Be clear about policies - I was speaking to one of the students in Spanish and the teacher said,
Oh – I don’t know if you can do that.”
“The division has not made any sort of declaration – ‘we don’t believe in White supremacy.’
Nothing like that.”
“I have been the victim of racism in this very building. There was a noose hanging out in a tree
outside our building. It was jarring. I called safety and security and there wasn’t a quick
response….”
“Account for the sincerity of the student [experiencing discrimination].”
“We do not talk to kids or teachers about use of racial slurs.”
“For teachers of color, there is a sense of fear of retaliation if they ‘report’ an incident or express
concern about how a situation is being handled.”
“How isolating your job is feeling like you need to protect the students of color because no one
else in the building is advocating for students of color?”
“There is a line – as a teacher – where I want to go up to this line and … I don't want to go there
or I’ll get a pink slip.”
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“When I asked for help [in supporting Black students] I was just told that’s not in our job
description.”
The seriousness about which school leaders take this issue is not clear at all levels of the organization. It
is fair to say based on the interviews that some school leaders are responsive to this matter, but
consequences are unpredictable and inconsistent. The Equity Collaborative staff did not observe any
proactive measures used to address this serious issue in schools. Contrary to what students shared, the
prevailing view among school administrators was that incidents involving the N-word, and other racial
slurs, are in general isolated events that do not represent school-wide cultural norms around race.
Several staff also shared that there has been some work across the division and that it has lost
momentum, meaning many educators have not had the opportunity for such professional learning.
There was also conjecture that the division has an incomplete or not fully informed plan around racial
equity. Aligned with LCPS’ Core Belief 1 “A culture of continuous improvement drives the fulfillment of
our mission,” the division's work with school and division leaders, does indeed have a strong framework
for advocating on behalf of their students and families of color.
Recruitment & Hiring Practices
LCPS educators and parents described several recent incidents of hate crimes and other racially
motivated acts meant to intimidate people of color throughout Loudoun County in general that have
made local and national news. In our interviews, at least 5 incidents were referenced having occurred in
the past 12 months in the county alone. Also shared in conversations was data from the Virginia State
Police that hate crimes have increased by 50% from 2016 to 2017. One news story opened with “A
Virginia community is making headlines again for the wrong reasons. Racism, threats and threatening
symbols… How is this still a problem in Loudoun County?”
Participants spoke to and connected the frequency of these incidents in the broader Loudoun
community, coupled with the pervasive use of the N-word in schools and the many racially motivated
incidents targeting Black/African-American, Latinx, and Muslim students, create an extremely negatively
challenging work and learning environment for students and staff of color. Focus group participants
acknowledged that this current state of Loudoun County, while not appealing for educators of color, is
exactly the reason why more intentional and fruitful recruitment and hiring is necessary to the growth
and success of LCPS students and staff.
Among school administrators, striving for diversity, equity, and inclusion in LCPS centered on structural
challenges in hiring and the capacity to lead for diversity, equity, and inclusion. School leaders openly
acknowledged that the demographic makeup of staff, particularly teaching staff, was not reflective of
the student population. Further, educators at all levels underscored the struggle of recruiting people of
color to the region. Participants in the parent and other community stakeholders focus group also
recognized this dilemma. As outlined by one group member, “Teachers and administrators will not
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come [to this community], and why would they? They would not see themselves reflected in any of our
schools. [Prospective educators] need to be able to visualize themselves in our community - identify
where they fit in and how they can contribute.”
While recruiting Black/African-American educators specifically and other educators of color to LCPS may
be a challenge, The Equity Collaborative staff did not come across any school leader that was not open
to confronting this difficult challenge. Some offered very concrete ways to diversify their staff:
“Diversify the interview panels. Include as many non-whites as you can.”
“If you look at people’s resumes – they have masters and doctorates. Hire them if they are
Black!”
“Hire bilingual TA’s for the front office. Easy.”
Recommendations
The following recommendations were informed by insights shared by school and division leaders who
participated in focus group sessions and interviews with The Equity Collaborative staff. As previously
stated, these recommendations should not be viewed as all-encompassing, but representative of the
type action needed to address the challenges identified by LCPS leaders. It will be important to lean on
the wisdom and experience of LCPS staff should the division decide to move this work forward.
Recommendations: Educator Focus Groups & Interviews
1. Produce and publish on the “Superintendent’s Message” page a division-authored
statement defining and condemning White supremacy, hate speech, hate crimes, and
other racially motivated acts of violence.
2. Review current and/or establish clear policies with built-in accountability for
addressing racially motivated acts and speech.
3. Create, repeat and further emphasize proactive leadership measures that the N-word
is not tolerated to address the student use of racial insults. Name that the N-word is
not tolerated by anyone in LCPS.
4. Develop and socialize a shared understanding of the meaning of diversity, equity, and
inclusion among educators.
5. Establish a cultural responsiveness framework to inform curricular and instructional
efforts across the division.
6. Review current efforts and further establish short- and long-range action plans to
address challenges related to hiring for diversity, equity, and inclusion.
7. Review current and further design opportunities for LCPS educators to engage in
professional learning about color consciousness and implicit bias.
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LCPS Division-Wide Efforts to Address Inequities
The following actions and programs are described below to highlight examples of how LCPS has worked
to address pervasive inequities in the division. Most of the items listed here have been informed by
insights shared by school and division leaders who participated in group sessions and interviews with
The Equity Collaborative staff. Though not every item listed here was directly referenced in the focus
groups, the actions and programs below connect to recommendations made throughout the report. It is
understood that actions and programs listed may not completely achieve the equitable outcomes
desired and may need to be supplemented or altered as our collective learning journey toward equity
continues.
• Since 2006, LCPS has been implementing Positive Behavioral Interventions and Support (PBIS)
for all students across all schools to prevent discipline issues.
• From 2007 to 2018: Designed and delivered professional learning experiences for teachers on
Teaching Cultural Awareness in Social Science; Teaching Sensitive Subjects in Social Science.
• In summer 2016, HRTD began the implementation of Mitigating Unconscious Bias with Equity in
Hiring training for hiring managers.
• In fall 2016, Pupil Services, HRTD, and DOI personnel created an Equity Committee whose
members researched equity organizations and consultants—as well as school divisions--that
have developed equity programs.
• During the 2017-2018 school year, HRTD created a Diversity Champions Network to expand
recruitment and onboarding efforts to be more inclusive.
• In 2018, the Department of Pupil Services created and began providing professional learning in
Equitable Practices: Implicit Bias, Vulnerable Decision Points, and Neutralizing Routines.
• In early 2019, Superintendent Eric Williams made public comments to denounce racism and
hate language. One written statement sent to the community included the following: “Hateful,
threatening language such as this can never be tolerated in LCPS because of its harmful effect on
individuals, groups, and communities. We reject this painful, racist language that encourages
discrimination, hatred, and violence.”
• In early 2019, the Department of Instruction developed a three-module Equity in the Center
cultural competence training for all schools to participate in before or during the 2019-2020
school year. As of the date of this report, all principals, assistant principals, deans, and DOI staff
have participated.
• In spring 2019, the Department of Instruction created a position and hired an Equity and
Cultural Competence Specialist.
• In spring 2019, the Superintendent created a position and hired a Director of Equity in the Office
of the Superintendent to lead cross-departmental efforts to promote and sustain equity.
• The LCPS School Board voted to create an ad hoc committee on equity. The ad hoc committee
was created in April 2019 and is scheduled to review the draft report of the systemic equity
assessment at their June 2019 meeting.
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• In the 2019-2020 school year, LCPS is expanding the community school initiative from one to six
schools, including making part-time parent liaisons full-time positions and hiring an additional
social worker.
• Since the 2016-2017 school year, HRTD has been implementing unconscious bias training for
hiring managers, including but not limited to the following:
o FY17: Unconscious Bias Training for 522 participants
o FY18: Hiring with Equity Training for 243 participants, Mitigating Unconscious Bias with
Equity in Hiring for an additional 277 participants
o FY19: Continuing training with a train-the-trainer model
• The HRTD department participated in the Inspire-Connect-Educate Conference-conference is
focused on targeting young Black and Hispanic males in the DC metro area, in order to conduct
mock interviews and make presentations on careers in LCPS.
• LCPS communicates information about recruitment and hiring events to diverse serving
organizations to seek their assistance in promoting the event. The organizations include
Loudoun NAACP, Asian American Chamber of Commerce, Northern Virginia Black Chamber of
Commerce, Virginia Hispanic Chamber of Commerce, Loudoun County Indian Community.
• LCPS has been encouraging diverse participation in our high school Teacher Cadet course and
Educators Rising club. This includes outreach intended to target diverse populations through
HBCU Showcase, AVID, and CAMPUS.
• During spring 2019, the Department of Instruction formed a formal partnership with the
Loudoun Freedom Center to provide professional development opportunities, field trips, and
curriculum reviews to remove instances of potential bias or insensitivity.
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THE PATH FORWARD, TOGETHER
Educator Horace Mann recognized that education, beyond all other devices, is the great equalizer in
society. To this day, Mann’s wisdom still rings true. The work of The Equity Collaborative staff
uncovered a number of community divisions that if remain unattended, limits Loudoun County Public
Schools’ capacity to realize Mann’s wisdom for the greater Loudoun County, VA area and its
stakeholders. In many ways the divisions in LCPS follow similar fault lines reflected in our current
society: diversity, equity, inclusion, social class, economics, and race.
The Superintendent’s remarks at the School Board Meeting on February 12, 2019 express the need for
addressing inequities to promote diversity, equity, and inclusion in LCPS.
“Closing equity gaps has been a central part of the Loudoun County Strategic Plan since soon after I
arrived in Loudoun as Superintendent. Like the families and communities documented in the Edwin
Washington project report, who relentlessly strove to educate their children, we, as a community
working together, must never give in or give up until no inequities exist. The Strategic Plan has been the
core of that effort for LCPS.
As Superintendent of LCPS, I am committed to dedicating the resources necessary to address issues of
equity by further developing strategic actions, engaging outside expertise, and working with our families
and the community. Together, we can have a lasting impact on the lives of ALL our students and truly
honor and cherish the diversity that defines us.”
While the synopsis of experiences in the above report are reflective of stakeholder concerns and
insights, the most important question at the center of this review is, can those on all sides of these
critical issues move forward together in a community of collective action? For Loudoun County
educators, this work would require leadership and an openness to hearing and affirming the stories and
schooling experiences of marginalized students and their families. And a willingness to practice from a
place of action - not only good intentions. For LCPS students, their families, and community members,
this work would require a commitment to productive partnerships and a readiness to support educators
to bring the LCPS community together. With the support of The Equity Collaborative staff, and other
support providers, there is clearly a path forward in Loudoun County.
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APPENDIX
Participation List Invited participants in each school participating in the equity assessment engaged in focus group discussions facilitated by the Equity Collaborative. Respective groups represented in each school included following:
• 1 hour Student session (Invited Elementary: Grade 5; Middle School; Grade 8; High School: Grades 9-12)
• 1 hour Staff session (Invited Licensed and Classified staff) • 1 hour Administrative Team session (Assistant Principals, Deans, Lead/Director of School
Counseling) • 1 hour Principal only session
The following schools participated in the Focus Group discussions:
Elementary Schools Middle Schools High Schools
Ashburn ES Belmont Ridge Park View
Belmont Station Brambleton Loudoun County HS
Catoctin J Lupton Simpson Freedom HS
Countryside Sterling Woodgrove HS
Dominion Trail ES River Bend MS Broad Run HS
Emerick ES
Douglass School
Frederick Douglass ES
Goshen Post ES
Guilford ES
Legacy ES
Meadowland ES
Sugarland ES
Sully ES
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Parents with children attending 1 of the 24 schools above had opportunities to participate in and contribute to the discussion about equity. There were 3 opportunities for this to occur on May 11, 2019:
Time Location Participating Schools
9:00 am-11:00 am
Sterling MS Countryside ES, Guilford, ES, Meadowland ES, Sugarland ES, Sully ES, River Bend MS, Sterling MS, Park View HS
12:00 pm- 2:00 pm
Frederick Douglass ES
Belmont Station ES, Catoctin ES, Emerick ES, Frederick Douglass ES, Belmont Ridge MS, Simpson MS, Loudoun County HS, Woodgrove HS
3:00 pm- 5:00 pm
Goshen Post ES
Ashburn ES, Goshen Post ES, Dominion Trail ES, Legacy ES, Brambleton MS, Broad Run HS, Freedom HS
The Equity Collaborative will also engage additional stakeholder groups in discussions related to equity.
Date Time Stakeholder Group Location
May 13, 2019
6:30 PM-8:30 PM
MSAAC 100B Administration Building
May 14, 2019
5:30PM -7:30PM
Minority Teacher Focus Group: Black, African American
Leesburg Junction
May 16, 2019
5:30PM - 7:30PM
Minority Teacher Focus Group: Hispanic, Latinx
Embassy Suites Dulles North
NAACP and the Loudoun Freedom Center 507 Administration
Building
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APPENDIX
Equity Assessment Questions: LCPS Staff 1. I want to hear a bit about you and your role in the School District. What is it like to do what you do? What’s your motivation for doing it? Why here? 2. What do you feel is most important to know about this community and the Loudoun County school district? 3. How would you describe community relations in your school and the school district? 4. When you hear the terms diversity, racial equity, and inclusion, what comes to mind regarding your school and district? What has been your experience talking about and working on those issues? 5. What do you know about the data on student performance in your school and district? 6. How would you describe the history of race relations in the broader community and in the school and district? 7. Can you speak to any incidents (small or large) that could give me insight to how race is experienced in the community? In the school district? 8. Who are the people doing the best work to support students of color in your school and district? In the community? 9. Who are the major players with respect to race relations and advocacy in the community and district? 10. What would be your advice about starting racial equity work in the school district? 11. What makes you most proud about working in Loudoun County and at your school? 12. Is there anything else you would like to share that I didn’t ask about?
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Equity Assessment Questions: Students 1. What should we know about your school coming in from another place? About Loudoun County? 2. What is it like to go to school here for you? 3. What is this school known for? 4. Talk to me about the teachers here. Who is your favorite teacher? Why? What do you think makes them a good teacher? 5. What do you know about student performance at the school? Who tends to do well in school? 6. What are race relations like here? Do students hang out with different kids? How often do adults at school talk about race? 7. What more could be done to help you academically? What do you wish teachers would do differently? 8. How is discipline in the school? Is it fair? Why or why not? 9. Anything else you want to tell us?
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Equity Assessment Questions: Parents 1. What is it like to be a parent of a child at your school and in the district? 2. What do you feel is most important to know about this community and the Loudoun County school district? 3. How would you describe community relations in your school and the school district? 4. When you hear the terms diversity, racial equity, and inclusion, what comes to mind regarding your school and district? What has been your experience talking about and working on those issues? 5. What do you know about the data on student performance in your school and district? Have the performance gaps been shared with you? 6. How would you describe the history of race relations in the broader community and in the school and district? 7. Can you speak to any incidents (small or large) that could give me insight to how race is experienced in the community? In the school district? 8. Who are the people doing the best work to support students of color in your school and district? In the community? 9. Who are the major players with respect to race relations and advocacy in the community and district? 10. What would be your advice about starting racial equity work in the school district? 11. What makes you most proud about being a parent in Loudoun County and at your school? 12. Is there anything else you would like to share that I didn’t ask about?
